The psychological construct that will be measured with the new scale is participants' satisfaction with teamwork in their previous teamwork experiences. It would be intended for enrolled undergraduate students of all ages and majors, in order to evaluate whether there is any benefit to assigning team projects to students, with the exception of preparing for the workplace, where team projects are used with increasing frequency. Furthermore, it would help identify aspects of group projects that students are least satisfied with, thus helping professors plan for such deficiencies in the future and take steps to avoid them. Therefore, this measure would be used primarily in applied contexts, such as college-level courses that involve teamwork. It could lead to a better classroom experience for students taking the course, better preparation in the workplace and, at the same time, reduce the stigma and negative feelings associated with team projects. The benefit of having college students as the intended population will be the fact that since they are still in the process of learning all the skills needed for the workplace, it will be easier to form new habits and opinions and staff workplaces with employees. who are better prepared. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Satisfaction with teamwork has been explored most often in the industrial/organizational psychology literature and especially in the work environment. Most articles define teamwork satisfaction as the complex and confusing relationship students feel between the beneficial aspects of teamwork, such as making new friends and being more effective, and the sometimes disappointing process and overall execution of projects, for example, the effects of social loafing. , groupthink, etc. (French & Kotke, 2013). This construct has many dimensions that have been discussed, such as confidence in one's abilities, willingness to work in a group (Smith, 1955), satisfaction with group interactions, and the group work process (Ku, Tseng, & Akarasriworn, 2013), conflict management, and willingness to work in teams in the future (Napier & Johnson, 2007). While these are all relevant dimensions, the current measure will focus on assessing teamwork satisfaction by examining satisfaction with overall team outcomes, perceptions of helpfulness of teammates, satisfaction with levels of communication within the team, opinions on peer reflections/evaluations and general openness. to team work. These dimensions focus on the college student experience and best fit the overall goal of assessing what students are most dissatisfied with and finding solutions to those problems.` Previously, the most comprehensive measure developed for this construct was carried out by Therese Moen van Roosmalen, in which she developed the measures of team effectiveness pioneered by Burke, Salas, and Sims (2005) and their “big five teamwork” model, which examined team effectiveness through “mutual performance monitoring, backup behavior, adaptability, team leadership, team orientation, shared mental models, mutual trust and closed-loop communication” (Roosmalen, 2012), as well as the job classification of effective team by Hackman (1990), who asked for “labeled team outcomes, team survival, and satisfaction.